Separate and unequal under one roof: How the legacy of racialized tracking perpetuates within-school segregation

Journal Article (Journal Article)

In this article, we use administrative data from three cohorts of North Carolina public high school students to examine the effects of within-school segregation on the propensity of academically eligible black high school students to take advanced math courses. Our identification strategy takes advantage of cohort-to-cohort variation in the share of eleventh and twelfth grade black students enrolled in advanced math courses when a cohort first enters a school in the ninth grade. We find that a 1 point increase in the percentage of black eleventh and twelfth graders in advanced math courses increases the likelihood that an academically eligible black student will take an advanced math course before they graduate by 22 percentage points in racially diverse schools. Effects are larger for black males.

Full Text

Duke Authors

Cited Authors

  • Francis, DV; Darity, WA

Published Date

  • February 1, 2021

Published In

Volume / Issue

  • 7 / 1

Start / End Page

  • 187 - 202

Electronic International Standard Serial Number (EISSN)

  • 2377-8261

International Standard Serial Number (ISSN)

  • 2377-8253

Digital Object Identifier (DOI)

  • 10.7758/RSF.2021.7.1.11

Citation Source

  • Scopus